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Approximately 6-8 Weeks allotted for the unit.

Unit one will cover the following texts:
1. A Long Way Gone by Ishmael Beah
2. Independent Reading Books

Power Standards:
ELAGSE9-10RI1
ELAGSE9-10RI2
ELAGSE9-10RI3
ELAGSE9-10RI4
ELAGSE9-10RI5
ELAGSE9-10RI6
ELAGSE9-10W2

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Week 1:
1. Background Activities on unit/novel
2. Read chapters 1-3
3. Vocabulary and Ch. 1-3 assessment
- Quiz, group games, etc. (Undecided)
4. Choose Independent Reading Books
5. Introduction to literacy notebooks

Week 2:
1. Read the next set of chapters
2. Set time for Independent Reading Books
3. Literacy Notebooks
4. Chapter Quiz
5. Group activity on Theme

So on and so forth... (All units will follow this same beginning of diving into the new class text.)

Writing in focus for unit:
1. Short response/constructed response
2. Literacy Notebooks
3. Writing for a sustained period of time/writing precisely and concisely

Reading/Reading Skills in focus for unit:
1. Whole-Class Text
2. Independent Reading Books
3. Vocabulary - expansion, and utilization
4. Identifying themes as they transcend across the text
5. Parts of speech, grammar, etc. (Mandatory throughout the year, implementation varies based on teacher's discretion).

Formative Assessments:
1. Quizzes
2. Literacy Notebooks
3. Constructed Responses
4. Group Assignment Activities
5. Protest Song Analysis
6. Narrative Writing Practice

Summative Assessments:
1. Top Ten Moments Group Project (In-Class)
2. Unit Test (Mandatory per county)
3. Mini-project on current ongoing dehumanization crisis to tie in present-day issues in society
4. Personal Narrative

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Approximately 2 Weeks for this unit.

This unit is in prep for Unit 3: Moral Courage

Texts:
1. Thor by Marvel

Standards:
ELAGSE9-10RL5
ELAGSE9-10RI3
ELAGSE9-10SL5

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Approximately 7 weeks allotted for this unit.

Texts:
1. Julius Caesar by William Shakespeare
2. Julius Shakespeare performed by the National Theater - UK
3. Thor by Marvel
4. Independent Reading Books

Power Standards:
ELAGSE9-10RL3
ELAGSE9-10RL4
ELAGSE9-10RL5
ELAGSE9-10W1
ELAGSE9-10RL6
ELAGSE9-10W5
ELAGSE9-10W7
ELAGSE9-10W9

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Week 1:
1. Background Activities on Julius Caesar and Shakespeare
2. Read
3. Read Act 1 scenes 1&2

Week 2:
1. Read the next set acts/scenes
2. Set time for Independent Reading Books
3. Literacy Notebooks
4. Vocab and Act 1 Quiz

So on and so forth...

Writing in focus for unit:
1. Short response/constructed responses
2. Literacy Notebooks
3. "Translating" Julius Caesar into a modernized version (only one part of a scene)
4. Writing with rhetoric - rhetorical terms and analysis in writing.

Reading/Reading Skills in focus for unit:
1. Whole-Class Text - Julius Caesar
2. Independent Reading Books
3. Vocabulary - expansion, and utilization
4. Identifying themes as they transcend across the text
5. Parts of speech, grammar, etc. (Mandatory throughout the year, implementation varies based on teacher's discretion).
6. Analyzing sonnets (Shakespearean sonnets)

Formative Assessments:
1. Quizzes
2. Literacy Notebooks
3. Constructed Responses
4. Group Assignment Activities
5. Sonnet Analysis and Writing

Summative Assessments:
1. Top Ten Moments Group Project (In-Class)
2. Acting Challenge - Students will act out 1 short scene
3. Unit Test (Mandatory per county)
4. Rhetorical Analysis of Julius Shakespeare - Who is the true tragic hero?

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Approximately 7 Weeks are allotted for this unit.

Texts:
1. Night by Elie Wiesel
2. Independent Reading Books
3. Hitler's Speech to the Hitler Youth
4. Hitler's 1920s Speech
5. Elie Wiesel's Interview and Documentary with Oprah

Power Standards:
ELAGSE9-10RL1
ELAGSE9-10RL2
ELAGSE9-10RL4
ELAGSE9-10W1
ELAGSE9-10W2
ELAGSE9-10W3
ELAGSE9-10W9

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Week 1:
1. Background Activities on Elie Wiesel and the Holocaust
2. Read Independent Reading Books
3. Read Chapter 1 & 2

Week 2:
1. Read Chapters 3-5
2. Set time for Independent Reading Books
3. Literacy Notebooks
4. Vocab and Chapters 1-5 Quiz

So on and so forth...

Writing in focus for unit:
1. Short response/constructed responses
2. Literacy Notebooks
3. Constructed Response
4. Writing with rhetoric - rhetorical terms and analysis in writing
5. Identifying logical fallacies within writing

Reading/Reading Skills in focus for unit:
1. Whole-Class Text - Night by Elie Wiesel
2. Independent Reading Books
3. Vocabulary - expansion, and utilization
4. Identifying themes as they transcend across the text
5. Parts of speech, grammar, etc. (Mandatory throughout the year, implementation varies based on teacher's discretion).
6. Analyzing Logical Fallacies
7. Analyzing for Rhetoric

Formative Assessments:
1. Quizzes
2. Literacy Notebooks
3. Constructed Responses
4. Group Assignment Activities

Summative Assessments:
1. Top Ten Moments Group Project (In-Class)
2. Mini-Project and Infographic on Elie Wiesel
3. Unit Test (Mandatory per county)

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Approximately 4 Weeks are allotted for this unit.

Texts:
1. Montgomery Bus Boycott Speech by Martin Luther King Jr.
2. Letter from Birmingham Jail by Martin Luther King Jr.
3. John F. Kennedy's 1963 Address on Civil Rights
4. John Lewis' 1963 March on Washington Speech

Power Standards:
ELAGSE9-10RI1
ELAGSE9-10RI2
ELAGSE9-10RI3
ELAGSE9-10RI4
ELAGSE9-10RI5
ELAGSE9-10RI6
ELAGSE9-10W2

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Week 1:
1. Background Activities on Civil Rights and Civil Rights Activists
2. Read first speech by MLK Jr. and Analyze
3. Protest Poetry

Week 2:
1. Read speeches by MLK and President Kennedy
2. Set time for Independent Reading Books
3. Literacy Notebooks
4. Protest Posters

So on and so forth...

Writing in focus for unit:
1. Short response/constructed responses
2. Literacy Notebooks
3. Protest Posters
4. Protest Poetry
5. Writing with Rhetoric in alternative formats

Reading/Reading Skills in focus for unit:
1. Speeches by multiple Civil Rights Activists
2. Parts of speech, grammar, etc. (Mandatory throughout the year, implementation varies based on teacher's discretion).
3. Analyzing for Rhetoric
4. Reading from alternative point of views

Formative Assessments:
1. Quizzes
2. Literacy Notebooks
3. Constructed Responses
4. Group Assignment Activities

Summative Assessments:
1. Project on a little-known Civil Rights Activist
2. Protest Posters
3. Protest Poetry/Songs

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Threads of Inquiry for students:

1. How can my personal experience shape my view of literature?
2. How can we use literature to expand our beliefs?
3. How do I see myself in what I am reading?
4. How can we use literature to make the world a better place?
5. How do we use literature to fight for social justice in the face of a penalty?
6. How can we write to support our claims?
7. What can literature teach us about humanity and our responsibilities to ourselves, our culture, our society, and our world?
8. How can we write intentionally?
9. How can we identify themes throughout our text?
10. How can we actively engage with what we are reading/learning?

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Since I have yet to teach a full year on my own, my year-long map is loosely based on what I plan to implement this upcoming year with my 10th grade classes. Because these will be year-long classes, units will be stretched over longer periods of time because my school is on a period schedule (50 minutes per class) rather than block (90). Therefore, the structure of this map is to give an idea at how I want my year to flow for myself and my students; the goal to be that the texts flow into one another with meaning and theme.

My school district has "strict" policies in place in terms of standards, but gives a lot of room for building our own units and using what content we want for our classes. Therefore, you will see an even mix of the standard and my personal touches on the units.

I want my students to leave my class knowing that I cared about their personal experience and that my classroom is a safe place. It is my hope that all students will see they are valued and understood.